Module 4/Genre 4 - Non-Fiction

Bibliography
Simon, Seymour. 1977. Look to the night sky an introduction to star watching. New York: Viking Press. ISBN 9780670439935

Plot Summary
This classic book is an introduction for children on star gazing. It starts with the explanation of the basics of star gazing and the types of conditions that are most favorable for looking at the night sky. It then continues with how to map the sky and stars. That is followed by a section that discusses seasons and how the sky changes accordingly. It moves into special items to observe and then buying and using a telescope. In the appendix is a short section about astrology followed by telescope sources and a guide to further reading.

Critical Analysis
Look to the Night Sky, although an older book, is still relevant and valuable. It lays out astronomy for the beginner in very simple and basic terms. It teaches how to find stars, constellations, and more with the naked eye. Easy to remember nicknames, as well as, the constellations real names are given throughout the book. These nicknames make it easy to remember what one is looking for in the night sky; for example it is easier to find the W in the sky instead of remembering what the constellation Cassiopeia looks like.

The clear and basic illustrations also make the instructions easier to understand. There are also wonderful photos in other areas that help show what to look for, like comets and such. Even though the book is rather old, it is very interesting to see actual photos of Halley’s Comet from 1910 and the black and white photos of other objects from space like nebula.

Any youngster who was interested in stars or the night sky would easily find Look to the Night Sky helpful in their pursuits. This book would also be helpful in going beyond the basics since it moves into telescopes – how to use them and what to look for shopping for one.

Review Excerpt
Kirkus Review: "A clear, attractive introduction which starts at the very beginning. . . . This brisk and eminently readable orientation will surely succeed in making almost any youngster feel right at home with the night sky"

Connections
Have students pick a constellation from this introduction and have them research, draw, and share with the group the constellation he/she chose.

Assign two to three constellations that are in season and have the students locate them at night with the help of their parents.

Explore other out of this world titles by Seymour Simon:
Our Solar System ISBN 9780061140082
The Sun ISBN 9780688092368
Stars ISBN 9780060890018
Galaxies ISBN 9780688109929
Comets, Meteors, and Asteroids ISBN 9780688158439
The Universe ISBN 9780060877255
Destination Space ISBN 9780060877231

Module 4/Genre 4 - Non-Fiction

Bibliography
Bartoletti, Susan Campbell. 2005. Hitler Youth growing up in Hitler's shadow. New York: Scholastic Nonfiction. ISBN 9780439353793

Plot Summary
In the powerful book, Hitler Youth: Growing Up in Hitler’s Shadow, Susan Campbell Bartoletti has told the stories of different youngsters who were involved with the Hitlerjugend – Hitler Youth – and intertwines what was taking place during that time. The different perspectives start from before Hitler became Chancellor and ends with the fall of Nazi Germany and how that affected these same young people. World War II events are placed through out so known historical happenings help place what was going on in these youngsters’ lives. The book ends with an important epilogue that explains what happened to people who Bartoletti wrote about in this book. The author also gives a time line of the Hitler Youth from 1926 to 1945, a note about the photographs included in the book, and a note from the author.

Critical Analysis
Hitler Youth is an exceptional book that includes so much history and depicts well the complex lives and choices that young people in war-time Germany had to face. The stories are compelling and really beg the question of every reader, “What would I have done if I was in the same situation?” Bartoletti uses interviews, biographies, letters, diaries, and history books to create a book that really allows the reader to feel what it was like during those difficult years.

The book, although not attractive in the traditional sense, has a very provocative cover. Not only do the capitalized block letters "HITLER YOUTH" jump out at you, but there is a photo of a pre-teen centered on the cover standing the the grasp of what seems to be Adolf Hitler (his trademark mustache just visible in the upper right hand corner). The photographs throughout this book are well placed and are used to give the reader a picture of life in Nazi Germany. Seeing the children and teens in these photos at the beginning of the book and throughout helps remind the reader that they were just normal children who are just like us. The book is laid out well and tells the stories flow together. The historical pictures interspersed with candid photos help bring life to the book.

This book is definitely for older children, teens, and adults. The subject matter will provoke many discussions and opinions. This book’s subject could bridge to many other areas of learning and discussion.

Review Excerpts
BookList: “The handsome book design, with black-and-white historical photos on every double page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum.”
Bulletin of the Center for Children’s Books: "This well-contextualized narrative allows readers largely unfamiliar with the history to gain a solid understanding not only of Hitler and his legions of youth but of the deeper connections back to the first World War, the Treaty of Versailles, and the anti-Semitism of the nation, and the abundant details effectively function to broaden understanding rather than dragging the plotline down.”
The Horn Book: “…The power of the account is matched by the many period candid and propaganda photographs, well-married to the text by strong captions and placement…”
New York Times Book Review: “The real strength of Susan Campbell Bartoletti's handsome book, which is illustrated with documentary photographs, lies in its interviews with former members, as well as with Jews and Mischling (half-Jews) who were forbidden to join the ranks.”

Connections
Have students discuss the pressures that the German teenagers must have felt about having to join this group. Compare and contrast what that is like for those pressured to join gangs.

Follow up with reading The Diary of Anne Frank and have students discuss the different perspective that this story gives.

Have students visit the United States Holocaust Museum (http://www.ushmm.org/) and do an online scavenger hunt to find out different information that is presented on their web site. Also have them browse the online exhibits (http://www.ushmm.org/museum/exhibit/online/).

Module 4/Genre 4 - Non-Fiction

Bibliography

Jenkins, Steve, and Robin Page. 2005. I see a kookaburra! discovering animal habitats around the world. Boston: Houghton Mifflin Co. ISBN 9780618507641

Plot Summary

I See a Kookaburra! is a wonderfully crafted book about different habitats and the creatures that live there. The book covers the American Southwest desert, England’s southern coast tidal pools, South American jungles, the savanna of central Africa, Australia’s eastern forest, and America’s ponds in the Midwest. Each habitat is shown with its animals hidden and then the following pages show them with a little blurb about each. At the end of the book is a glossary for each habitat with a more detailed description of each animal. There’s also a world map with each habitat area labeled and then a brief additional reading section.

Critical Analysis

This bright picture book is a wonderful non-fiction selection for young children, whether they can read or not. Learning will take place without the youngster realizing it. The engaging collages will captivate children to search for animals and then encourage them to read on to find out more about each creature.

The paper collages are well thought out and executed. The variety of textures used really makes the animals seem three dimensional. The natterjack toad alone is made up of at least eight different layers of paper that makes the toad look like part amphibian, part rock. The art in this book not only pleases whoever browses this book, but also inspires any artist, quasi-artist, or artist-wanna-be to try paper collages.

The information in this book is well researched and detailed in the back of the book. The book is also laid out in a way consistent way that helps students to realize that after seeing the habitat page and searching for animals within, the next page will expose each hidden animal and tell a little about each. I See a Kookaburra will motivate children to find out more about habitats and the animals found in each one.

Review Excerpts

BookList: “Jenkins and Page team up again, this time to combine vibrant paper-collage art with an I Spy game to introduce wildlife in six habitats around the world.”

Kirkus Reviews: “…and in general, this offering provides what readers have come to expect from Jenkins: eye-popping collages and accessible information about the natural world.”

School Library Journal: “Filled with vibrant colors and palpable textures, the illustrations are breathtaking and give a real sense of the vitality, diversity, and beauty of nature. A first-rate foray into ecology that will encourage readers to explore the world around them.”

Connections

Have an art class pick animals to make up using paper collages. Extend the activity by having them make the habitats for the animals as well. Have students look at http://www.stevejenkinsbooks.com/makingbooks/ to see how Mr. Jenkins planned the art for his books.

Have students research the local habitat and the creatures that live close by. Have presentations on what they find. Students could even “extend” I See a Kookaburra by adding their own habitat and animals to continue the book.

Have students read Animal Poems (ISBN 9780374380571) and have them write a poem about one of the animals listed in I See a Kookaburra.

Have students check out some of the other Steve Jenkins books:
Move! ISBN 9780618646371
Prehistoric Actual Size ISBN 9780618535781
Next Stop, Neptune: Experiencing Our Solar System ISBN 9780618416035
What Do You Do with a Tail Like This? ISBN 9780618256280
Biggest, Strongest, Fastest ISBN 9780395697016

Module 3/Genre 3 - Poetry

Meow Ruff

Bibliography

Sidman, Joyce, and Michelle Berg. 2006. Meow ruff. Boston: Houghton Mifflin.

Plot Summary

This concrete poetry picture book by Joyce Sidman is a simple story, but has some valuable lessons in it. The cat in this story is abandoned at the same time the dog escapes from his home. Of course, the dog pursues the cat; all the while – through each page – clouds are getting bigger and darker. Just as the anticipated fight starts, so does the storm. This forces the natural enemies to seek shelter in the same place. They fall asleep only to be awakened by the irritating crows once the storm has passed. They team up to chase the crows solidifying their friendship. Finally, the dog’s owner finds his dog and his dog’s new friend leaving the reader with the hope of a new home for the cat when the human carries the cat in his arms.

Critical Analysis

The concrete poetry in this story adds so much detail and fun. As the back of the book says in the picture of the grass, “Concrete poetry is poetry that makes pictures out of letters and words.” Even the cement, house, car, clouds, trees, and shelter describe the story in a unique way as words make up each object. The clouds on one page that are made up of full, round, mostly white letters that say, “large white steamy bread loaves rising in the sun’s bright heat, a billowing batch of cumulus.” This story’s small details, like its numbered lady bugs or the hail stones that are made up of, “ice," add to the overall enjoyment of the story.

The graphics in this book, by designer Michelle Berg, are simple and fun, but so appealing. The bright colors really draw the eye to each subject throughout the story. The well chosen fonts are so clever in this story. The tree trunk is made of a solid, thick font, while the clouds are made up of fat and round ones, just like a cloud. Even the “A” in the anthill sticks up above the ground just like an anthill does.

This is a story that any age will enjoy, but especially young ones with the bright colors and the almost puzzle like way the words make up objects throughout the story. This story also deals with some very real issues like friendship and pet abandonment, which can help children explore those issues.

Review Excerpts

Bulletin for the Center for Children’s Books – “This title is rife with possibilities for art, reading, or language curricula, and it could serve as an early introduction to concrete poetry for readers not yet ready for Janeczko's A Poke in the I.”
The Horn Book – “Looking for the poetry hidden in the visual imagery is the most obvious appeal of this beautiful, innovative book; other pleasures include the splendid flood of onomatopoeia and the stunning design.”
School Library Journal – “The adjective-loaded unrhyrned verse is actually a series of descriptive phrases that have been compressed and arranged to create elements of the artwork.”

Connections

Lead a discussion with students about friendship and a time when a past enemy has become a friend.

For a language arts/art connection have children draw animals or objects and have the children put words in them that describe the subject. See where this writing leads!

Lead a discussion with older children about pet abandonment and responsibility.

Other concrete poetry books for children:
Burg, Brad, and Rebecca Gibbon. 2002. Outside the lines poetry at play. New York: G.P. Putnam's Sons. ISBN – 0399234462

Janeczko, Paul B., and Christopher Raschka. 2001. A poke in the I. Cambridge, MA: Candlewick Press. ISBN – 0763606618

Lewis, J. Patrick, and Lisa Desimini. 1998. Doodle dandies poems that take shape. New York: Atheneum Books for Young Readers. ISBN - 068981075X

Grandits, John. 2004. Technically, it's not my fault concrete poems. New York: Clarion Books. ISBN - 061842833X

Module 3/Genre 3 - Poetry

Nightmares Poems to Trouble Your Sleep

Bibliography

Prelutsky, Jack, and Arnold Lobel. 1976. Nightmares poems to trouble your sleep. New York: Greenwillow Books.

Plot Summary

Nightmares Poems to Trouble Your Sleep is a wonderfully creepy collection of poems by Jack Prelutsky. It starts easily enough with The Haunted House and then moves on to scarier poems about the Bogeyman, the Werewolf, The Ghoul, and more. Some of the topics of the poems are well known like Dracula, but some are general like the Witch or the Wizard. Each rhyming poem describes each monster with great detail – enough to strike fear into some adults!

The most frightening poem is called, The Ghoul. This poem goes into detail about the ghoul waiting for children outside of their schools and then what he does with them like, “…he chews their thumbs like candy snacks and pulls apart their tongues.” After describing even more what the ghoul does and eats, he goes on to another school, waiting atop the playground equipment for little boys and girls to come out.

Critical Analysis

This is a chilling gathering of poems that would be a wonderful fall or Halloween time read for children who are old enough to appreciate the frightful tones of the poems. The rhyming verses almost mimic the footsteps one would hear after reading them while alone. Besides rhyme, Prelutsky uses alliteration in some of his poems as well.

What really adds to the eerie tone of this book are the dark feeling black and white illustrations by Arnold Lobel. These black pen drawings really help communicate the scariness of each evil lurking and the innocence of each unknowing victim. Some of these illustrations are even humorous, like the Troll’s duck-billed nose and long fingernails. The art is very detailed and is very well done. Each picture shows shadow and depth that contributes to the dismal theme of the book.

Overall, children, teens, and adults would like to be spooked by this compilation of nightmarish poems. Teachers, librarians, and parents could create much fun for children with this book at Halloween time.

Review Excerpts

Kirkus Review: “Whether or not they trouble your sleep, Prelutsky's ogre's gallery makes other monster poems turn pale.”
School Library Journal: "A dozen original poems on the `horrifying' subjects (ghouls, vampires, skeletons, etc.) so dear to many young hearts....Your steel-nerved patrons will appreciate both poems and pictures."

Connections

Have students go to Jack Prelutsky’s web site (http://www.jackprelutsky.com/). Let them explore the children’s site of his site and the poems on his site. Also, check out the parent/teacher side of his site for more ideas.

Other Jack Prelutsky books for Halloween time:
Awful Ogre's Awful Day
It’s Halloween
Monday’s Troll
The Headless Horseman Rides Tonight : More Poems to Trouble Your Sleep
The Gargoyle on the Roof: Poems
Wild Witches’ Ball
The Wizard

Have students come up with sound effects for one of the poems to be performed before the class.

Module 3/Genre 3 - Poetry

Witness

Bibliography

Hesse, Karen. 2001. Witness. New York: Scholastic Press.

Plot Summary

This is a story in verse that is also a historical novel. It is a story about a small town in Vermont in 1924. You start with pictures and very brief descriptions of each character. Then the story begins. First you meet Leanora Sutter, a twelve year old African American girl who is full of passion and very smart. All the characters are varied. Besides Leanora, there’s six year old Esther, whose first narration causes you to adore her and her quirky way of story telling. There are shop owners, a town constable, a newspaper editor, clergyman, rum-runner, a lady-farmer, a doctor, and an eighteen year old boy. All these characters give different perspectives on their town and how the Ku Klux Klan tries to come in and take over. The story clearly shows how destructive the Klan is and how the town starts turning on itself and how they eventually get free from the evil influence.

Critical Analysis

This collection of narrations tells a full and compelling story that engages and enrages. It also helps the reader feel like they were there, in 1924, and what each person was struggling with. Esther, almost commits suicide as she wants to go see her mother in heaven. Mrs. Pettibone fights her husband about his mixing with the Klan. Sara Chickering, the old-maid farmer softens as she grows more attached to little Esther, who is staying with her. Leanora faces injustice daily, but is befriended by a visually impaired man whom she starts to take care of and ends up being the unlikely savior of not one, but two people in this tale. This story shows character development and growth while still being poetic with Hesse’s free verse style.

The list of characters at the beginning of the book really help as a reference as starting to read the story and figuring out who is who. It’s also interesting that in this story of prejudice the pictures communicate in such a way that the reader pre-judges the characters from those pictures until getting to know them through their stories. Also, the staccato lines of poetry and lack of capitalization really relay the casualness of people telling a story without much dialog.

Mentions of Clarence Darrow and Calvin Coolidge help draw from real history to set the story and give a background that can help the reader have hooks into the time of the story. Overall, this is an eye-opening story for older children and adults who can grasp the cruelty of the Klan and the hardships of that time in history.

Review Excerpts

Booklist – “The story is told in five acts, and, in fact, it will work best as reader's theater. It's more a situation than a straight narrative, with too many characters and too many plot threads that aren't fully developed. But Hesse's spare writing leaves space for readers to imagine more about that time and about their own.”
Bulletin of the Center for Children’s Books – “…this is also a thoughtful and thought-provoking examination of a national phenomenon on a local level. The book is rife with curricular applications…”
School Library Journal – “The small details seem just right, and demonstrate that this is much more than a social tract. It's a thoughtful look at people and their capacity for love and hate.”

Connections

Have students choose parts and read the story as a class.

Have children research what life was like in the north in 1924. Have them compare and contrast to their current culture and way of life.

Students could write about times when felt like they were treated unjustly or when they misjudged or pre-judged someone and was wrong. They can explore the thought processes behind each subject.

Compare and contrast their technology with our technology (i.e. running water vs. having a well). Discuss how things have changed with technology and how much have things really changed or not.

Module 2/Genre 2 - Traditional Literature

Porch Lies: Tales of Slicksters, Tricksters, and Other Wily Characters

Bibliography

McKissack, Pat, and André Carrilho. 2006. Porch lies: tales of slicksters, tricksters, and other wily characters. New York: Schwartz & Wade Books. ISBN 0375836195

Plot Summary

Porch Lies: Tales of Slicksters, Tricksters, and Other Wily Characters is a collection of folk stories adapted from stories that the author, Patricia C. McKissack, heard on her grandparents’ front porch in Tennessee. She captures the essence of the tales she heard growing up. The stories are early 1900 African American renditions of funny, scary, or clever stories. The cleverest story is one of Aunt Gran and the Outlaws. In this story the genius Aunt Gran figures out how to get Frank and Jesse James to help run the local “klan” out and stop them from practically stealing land from the “black folk”.

Critical Analysis

The author’s note at the beginning of the book is a very interesting addition that sets the scene on the stories she heard as a child and anyone can practically imagine themselves sitting on the warm Nashville porch sipping lemonade with her and her grandparents. McKissack also gives the background on every story so the characters are already defined once the story begins. This helps convey the necessary character background to help the story make sense.

The stories in the book are not well known ones, but everyone can relate to and cheer for the good guy prevailing in the end, the oppressors not prospering, and the fallen given a second chance. The way these tales are spun really allows the reader to feel like they are there on the porch just waiting for the next word to be spoken. Also, the setting of the time is very much communicated through the stories like Aunt Gran and others in her community fighting to keep their land from a greedy racist or Pete Bruce conning his way into four free slices of pie and a bottle of milk during the depression.

McKissack also uses a very real and believable southern dialect. The black and white illustrations are a bit odd, which makes them great on the scarier stories. Some of the quirkier ones are almost disturbing as the artist, Andre Carrilho, uses distorted faces and cartoon animals in very striking pictures.

Overall, this collection of tales is very enjoyable and fun to read. Any class or group of children would be captivated by these tales of the past.

Review Excerpts

BookList: “History is always in the background (runaway slaves, segregation cruelty, white-robed Klansmen), and in surprising twists and turns that are true to trickster tradition, the weak and exploited beat powerful oppressors with the best lies ever told.”
Kirkus Reviews: “…these tales all lend themselves to telling or reading aloud, and carry the common theme that even the worst rascals have saving graces.”
School Library Journal: “These 10 literate stories make for great leisure listening and knowing chuckles.”

Connections

Have students pick one of the stories from this collection and have them tell the story without reading it. Teach them about oral history and stories like this and how this used to be the only way people knew of stories.

With a junior high history class discuss some of the background issues after reading the stories with them. This could be a good start of a discussion about the time between slavery and civil rights.

Share other Patricia C. McKissak books with your children:
The Honest-to-Goodness Truth ISBN 0689853955
Color Me Dark: the Diary of Nellie Lee Love, the Great Migration North ISBN 0590511599
The Dark-Thirty: Southern Tales of the Supernatural (Coretta Scott King Award) ISBN 0780768167

Module 2/Genre 2 - Traditional Literature

Don Quixote and the Windmills

Bibliography

Kimmel, Eric A., Leonard Everett Fisher, and Miguel de Cervantes Saavedra. 2004. Don Quixote and the windmills. New York: Farrar, Straus and Giroux. ISBN0374318255

Plot Summary

Don Quixote and the Windmills is a cautionary, but amusing tale of someone who loves adventure stories so much that he loses touch with reality. The delusional Don Quixote fights his infamous windmills with a gullible sidekick, Sancho. Quixote loses to his enemies disguised as windmills, or so he thinks, but presses on for more adventure so he can eventually win the love of his sweetheart.

Critical Analysis

This tale is an abrupt take that feels like it is missing the back story, but leaves the ending open for anyone’s imagination. The lesson to be learned is so prominently stated as well as being emphasized on almost every page that exhibits how silly Quixote is. Having working knowledge of this story would help anyone appreciate it more. The section in the very back of the book gives the history of Don Quixote and the original author, Miguel de Cervantes Saaverdra. That section also explains the windmills, the image most people think of when hearing, “Don Quixote.”

The story’s art, by Leonard Everett Fisher, is amazing. Even though the pictures are not overly detailed, great expressions convey so much with the help of the use of contrasting colors. Sancho’s eyes proclaim how frightened he is while hanging onto Quixote who is hanging from a windmill arm. Rocinante’s, his horse, face displays clear displeasure at the end of the book when Quixote continues on for more adventure.

Overall, this is a decent, brief introduction to the story of Don Quixote for young children. They would appreciate most the silly humor Eric Kimmel uses. The handsome illustrations would be appreciated by all, especially the great facial expressions throughout.

Review Excerpts

BookList: “The telling here is staid, leaving the art to express most of the excitement.”

Bulletin of the Center for Children's Books: “This retelling won't send kids scurrying off to read Cervantes, but those taken with knightly deeds (and not yet ready for the ironic epics of Gerald Morris) may find a taste for this streamlined adventure.”

School Library Journal: “Kimmel's narrative maintains the wry tone of Cervantes's original, ensuring that readers see the "truth" while the Don is deluded. … An ideal appetite whetter for older students, this version also makes an iconic literary figure accessible to younger students.”

Connections

Have a discussion on whether students know anyone who is too enthralled with something like Don Quixote was with adventure (reading Harry Potter books, playing video games, etc.).

Have children take a well known story, like Snow White, and have them pick out the one part that could represent the story as a whole well.

Other Eric Kimmel books:
Anansi and the Talking Melon ISBN 0874993393
I Took My Frog to the Library ISBN 0874994047
Gershon's Monster: A Story For The Jewish New Year ISBN 043910839X
Sword of the Samurai: Adventure Stories from Japan ISBN 0064421317

Other Leonard Everett Fisher books:
William Tell ISBN 0374384363
Galileo ISBN 0027352358
The Seven Days of Creation ISBN 082340398X

Module 2/Genre 2 - Traditional Literature

Bubba the Cowboy Prince: a Fractured Texas Tale

Bibliography

Ketteman, Helen, and James Warhola. 1997. Bubba the cowboy prince: a fractured Texas tale. New York: Scholastic Press. ISBN 0590255061

Plot Summary

Bubba the Cowboy Prince is a enchanting Cinderella type story with a Texas twist. Bubba is the unloved step child who does all the work and never gets to enjoy life. When the well-to-do Miz Lurleen throws a ball to find a husband/ranch hand Bubba wants to go too, but his stepbrothers and stepfather just laugh. As a Texas-size storm starts, Bubba’s fairy god-cow came to the rescue. Bubba gets to go to the ball after all.

Critical Analysis

This is a lighthearted fractured fairy tale that takes Cinderella, changes the gender and makes him the stereotypical red-headed step child. This story reads like it is set in some fine ranching town like San Saba, Texas. The dialogue is perfect in its grammatical imperfections and twang. Bubba’s nemeses are typical evil looking step-family, especially the wicked stepdaddy (the stepbrothers are just homely looking, not scary at all). This story is, of course, predictable with a typical Cinderella ending.

The illustrations in this book are so full of detail that more time is spent enjoying the details of the Texas storm and twister, than it takes to read the page. Miz Lurleen’s armadillo and Bubba’s dogs expressions almost steal the show if it weren’t for the fairy god-cow who is also cleverly placed through out the beginning of the story in an almost Where’s Waldo? sort of way.

Anyone would enjoy this southern take on a male Cinderella and his fight for a chance to dance with the heroine of the story. Young readers will enjoy looking for elements of the written story in the illustrations. Older children will like figuring out the story with their previous knowledge of Cinderella and the visual clues given.

Review Excerpts

BookList: “With a male in the starring role, this charming and funny retelling may hold more appeal for young boys than the traditional version may.”
Publishers Weekly: “Rustler lingo and illustrations chockablock with Texas kitsch make this ranch-spun Cinder-fella a knee-slappin' tale.”
Kirkus Reviews: “There are no surprises in this version except in the hilarious way the premise plays itself out and in Warhola's delightful visual surprises.

Connections

Have young students draw parallels between Bubba the Cowboy Prince and the traditional Cinderella story they know. They can compare and contrast setting, characters, plot, and more.

Other Cinderella type books to use for comparing and contrasting:

Climo, Shirley, and Ruth Heller. 1989. The Egyptian Cinderella. New York: Crowell. ISBN 9780690048223

Climo, Shirley, and Ruth Heller. 1993. The Korean Cinderella. New York, NY: HarperCollinsPublishers. ISBN 9780060204327

Perlman, Janet, and Charles Perrault. 1994. Cinderella Penguin, or, The little glass flipper. Picture puffins. Ringwood, Vic: Puffin. ISBN 9780140553246

Boada, Francesc, Monse Fransoy, and Charles Perrault. 2001. Cinderella = Cenicienta. San Francisco: Chronicle Books. ISBN 0811830845

Books to help teachers and librarians teach Cinderella:

Hollenbeck, Kathleen M. 2003. Teaching with Cinderella stories from around the world: easy lessons and activities that help kids explore story elements, appreciate different cultures. New York, N.Y.: Scholastic Professional Books. ISBN 0439188431

Module 1/Genre 1 - Picture Books

He’s Got the Whole World in His Hands – Book Review

Bibliography

Nelson, Kadir. 2005. He's got the whole world in his hands. New York: Dial Books for Young Readers. ISBN 0803728506

Plot Summary

This colorful picture book contains the words to the spiritual, “He’s Got the Whole World in His Hands.” The pictures tell the story of this family and the world as seen on a personal level and global level.

The book ends with the song with all verses listed and then a word about the song itself and the importance of it.

Critical Analysis

The first thing anyone notices with this picture book is the rich hues of color that each illustration contains. Kadir Nelson uses oil, pencil, and watercolor to create the eye catching artwork. The pictures in the story that look child-drawn are by Nelson, but he used his weak hand to do them.

The illustrations’ bold and rich colors really impact the reader and helps communicate the beautiful world that the Creator’s hands made and hold. The family that is represented shows different races that He holds in his hands also. The pictures make the song lyrics so much richer by showing not just the boy, but his family, his town, his country, and his world. The pictures in this story tell the story of a family that observes and enjoys the world that is in his hands. This would be a perfect book for young children or early elementary aged kids.

Review Excerpt(s)

Booklist: “Nelson envisions the song in a highly personal and involving manner while embodying its strength and spirit.”

School Library Journal: “A moving, artistic celebration of our world and the people who share in its splendors.”

Connections

-Have children draw pictures of what they think is in “his hands” or find another song that the students know well and have them to draw meaningful pictures to go with each line of the lyrics.

-Discuss what is going on in each illustration and listen for creative stories from the students.

-Read other Kadir Nelson books (like Moses: When Harriet Tubman Led Her People to Freedom or Henry’s Freedom Box) and compare the stories and illustrations.

Module 1/Genre 1 - Picture Books

Talking with Artists – Book Review

Bibliography

Cummings, Pat. 1992. Talking with artists. New York: Bradbury Press. 0027242455

Plot Summary

This book is a compilation of mini autobiographies about fifteen different artists (the books says there are fourteen, but “one” of the fourteen is the couple Leo and Diane Dillon). Each illustrator gives their own background, childhood illustrations or artwork, and current illustrations. Also, they all answer the same eight questions that Cummings encountered in her school visits. Along with each autobiography is a circa 1992 photo of the artist as well as a photo of them as a child. The reader, whether a child or adult, sees a clearer picture of what being an illustrator means to these fifteen people and can really get to know each one.

Critical Analysis

Since each section is written by the featured illustrator every sections has its own feel or personality. The artists do the work for Cummings whose purpose of this book is to reveal to children that if you love art, “don’t be afraid of the “work” in “artwork.”” By sharing how each artist started in art, every budding artist can find at least one of these people to relate to maybe even find their own illustrator-role model.

The eight questions that each artist answers keep the book consistent and exciting. By the time I got to the Lane Smith section, I couldn’t wait to see if his answers were going to be as whacky and interesting as his illustrations (they were). These questions also help the illustrators to show themselves with words for once instead of with only art (although some are authors as well).

This book could also be inspirational to youngsters because it reveals the artists’ early childhood artwork and then current artwork. For a child to see how different or better someone’s art can be as long as they keep trying, could help a child find a career as an illustrator someday.

The book is easy to read and very enjoyable. The short sections make it a simple book to read in spurts as well. Any child who enjoys drawing or art in general could easily love this book. Everyone else can enjoy the humor presented by some artists and the early encouragement other artists received.

As a side note, this collection of autobiographies was collected in 1992. I think that computers and the internet has changed many things, including art, but I think this book’s mission still holds true, even though I think artists today would be telling a slightly different story about how they work.

Reviewed Excerpts

The Horn Book: “No effort has been spared to make this a substantial, but not formidable, reference: even the childhood artworks are accorded the same respect given those produced as adults, with information appended about the medium used, size of the original, and title."”

School Library Journal: “Young artists will learn a lot; teachers and other children will also love it."

Connections

-Have art students start a time capsule of their artwork. This will help them value their own art and art in general.

-Compare and contrast how each illustrator started and how they each landed their first book illustration opportunity.

-Have students write a story as a class and have another class illustrate it. Discuss how the pictures are different from what they class had in mind.

-Continue with the other volumes of Talking with Artists.

Module 1/Genre 1 - Picture Books

So You Want to Be President? – Book Review

Bibliography

St. George, Judith. 2000. So You Want to Be President? Ill. by David Small. New York: Philomel Books. ISBN 0399234071

Plot Summary

In this informative and light-hearted picture book, different facts about Presidents of the United States are presented in humorous ways. Information from physical characteristics to behavior to their background is revealed in ways that show that anyone can become president. Anecdotes are used throughout to help the readers feel a connection with our past presidents. So many different facts are presented that everyone has to feel some sort of connection with at least one president.

Critical Analysis

So many facts are presented in this book that make all the presidents seem real and personable. The author, St. George, also draws commonalities between presidents that served decades or centuries apart. St. George also uses quotes to show humor and the pros and cons of being president of our country. Also helpful, at the end of the book are the names of presidents in each illustration and a list of presidents with basic information added for quick reference.

David Small’s caricatures depict the presidents and a few other political figures. His use of exaggeration makes it easier to identify the presidents. His use of colors also adds to the feeling of each illustration. The illustration of Presidents Clinton and Nixon walking away from “Honest Abe” with their heads hung in shame and the dark mood set with color of course sets the picture of the paragraph about their dishonesty. The illustration of FDR’s profile shows his pure joy while still exaggerating his chin and squinted smile so you know who he is.

This would be a great book to share with any social studies class. This would be a wonderful resource for children from kindergarten to high school.

Review Excerpt(s)

Booklist: “…delightful illustrations, usually droll and sometimes hilarious, will draw children to the book and entertain them from page to page.”

The Horn Book: “Arranging historical tidbits in an attractive buffet, this well-timed book offers anecdotes both cautionary and guaranteed to attract attention and arouse interest.”

The New York Times: “'So You Want to Be President?' is easy enough to read even for children in the lower grades, but like many such books it is ideally enjoyed by a child with an adult. That way, its rich anecdotes provoke questions, answers, definitions, recollections and more anecdotes.”

Connections

-Lead a discussion with young children about what they have in common with presidents of the past. Share what things you have in common with different presidents.
-Lead a discussion with teens could to see if they think some of the presidents would not be president today and why. They could write responses about which president is the most inspirational to them.
-Have older art students draw caricatures of their favorite teacher.

Switch Classes - 5603 Lit for Children and Young Adults

I am now going to be using this blog for my new class, Literature for Children and Young Adults. It's my class at TWU (5603-22) and I'll be posting book reviews for my class. The book reviews will fit in well with my "Libraries are Fun?" theme!

Multimedia - youtube.com

West Middle School Library
500 Old Perch
Rochester Hills, MI 48309
248-390-5001
248-726-5000

Social Networking - myspace.com

I chose the Worthington Libraries Teens on myspace.com. After looking at many different choices, I picked this one because, even though it's through a public library, it's the teens' space and lists the schools they attend and they even keep a blog. When searching through their links I saw that they recently had a 15 hour Harry Potter party (they had food, animals, contests, drawings, and more!). Following their links I found that they have "volunteens", a summer reading program, book discussions, game night, book recommendations and more. They also have a blog that the teens keep. Their url is
http://profile.myspace.com/index.cfm?fuseaction=user.viewprofile&friendid=105702312.

Browsing Search

Search:
Browsing

Database:
LexisNexis

Just to be different, I decided to try browsing for something to do with having fun in school libraries.

I went to LexisNexis and I had it search for ("School librar*" fun). From those results I started browsing via the left margin that breaks the hits down by whether they are in a newspaper, magazine or journal, industry trade press, newsletter, or aggregate news source.

I decided to browse through the magazine and journal tab.



I didn't like the choices there so I went to newspapers.



The left margin breaks it down by each newspaper.


I browsed through many different newspapers including one in China, the Boston Globe, and USA Today. When I was browsing through Australia's Courier Mail, I found this article about a festival of children's literature.


Ipswich festival of children's literature
The Courier Mail (Australia)
July 10, 2007 Tuesday
First with the news Edition

I thought the browsing search went well, but it took longer than the other searches. I liked that I found a fun activity and that it was from another country.

Citation Pearl Growing Search

Search:
Citation Pearl Growing

Database:
ASP

I thought that the article from the building block search sounded like fun, so I decided to use it and found it on ASP.

Article:
Mock Caldecott Contest in a Day for Grades 1-2. By: Fontichiaro, Kristin. School Library Media Activities Monthly, Nov2006, Vol. 23 Issue 3, p19-21, 3p; (AN 22790690)


The subject terms shown on the page are:
*CONTESTS
*EDUCATION, Primary
*PICTURE books
*TEACHING methods
*CLASSROOM activities

I decided to choose "CLASSROOM activities" which had too many hits, so I added "TEACHING methods" to my search and it returned 35 hits (the original hit was in there at number 20).


From there I chose the following as something that would be fun to do in the library in cooperation with classroom teachers:

A special agent. By: Crowther, Sarah. Times Educational Supplement, 5/25/2007 Issue 4738, special section p51-51, 1/3p; (AN 25290593)


This search was not as easy as I thought it was going to be. I'm not sure if it was the database I chose or not. I did get a good find in the Special Agent article I found.

Specific Facet First- Successive Fractions Search

Search Method:
Specific Facet First/Successive Fractions

Database:
Eric

I thought the first facet to try, the most specific one, would be the (fun or enjo* or amus*) facet. I checked them all and I was right. Even though this first facet was the most specific it still gave me over 8,000 hits.

Since that is far too much to sift through, I then moved to a successive fractions search.

The second most specific facet is the (school librar* or media center*) facet, so that was the next facet I entered. That returned over 200 hits, which is not bad, but I'm going to try my last facet, since I have one left.

I entered (party or program* or activit* or contest*) and received 163 hits.

Not bad, but I'm going to try to narrow this using the limit of only items available via TWU's library.

This narrowed it to 23 hits, which is a very reasonable number to examine.

As I look through the first page, I decide that the following sounds like a perfect find:

Libraries, Learning and Fun

Sharon Coatney

2004

English Article (EJ) 1

Teacher Librarian, v32 n1 p49 Oct 2004

Scarecrow Press, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. Web site: http://www.scarecrowpress.com.

Learning can be packaged and promoted as fun. The youngest learners naturally perceive all of life as one big wonder. It is important for school libraries to be the catalyst in helping to position learning as being the "fun" part of school. Sometimes, the simplest learning activity, embellished and celebrated can become a very meaningful experience to a child....

Availability:	FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 540 TEXAS WOMAN'S UNIV LIBR Search the catalog at Texas Woman's University Library(Print and Fulltext) Local Holdings Information: . 26-(Sept. 1998-)
External Resources:	Search for Fulltext

More Like This:	Advanced options ...
Accession No:	EJ706499
Author(s):	Coatney, Sharon

Title: Libraries, Learning and Fun

Source:	Teacher Librarian v32 n1 p49 Oct 2004 (1 pages) Additional Info: Scarecrow Press, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. Web site: http://www.scarecrowpress.com.
Standard No:	ISSN: 1481-1782
Language:	English
Abstract:	Learning can be packaged and promoted as fun. The youngest learners naturally perceive all of life as one big wonder. It is important for school libraries to be the catalyst in helping to position learning as being the "fun" part of school. Sometimes, the simplest learning activity, embellished and celebrated can become a very meaningful experience to a child. In this article, the author describes how her school library sponsors a version of the Vocabulary Parade, based on Debra Frasier's book Miss Alaineus. Classroom teachers collaborate with the teacher-librarian to plan and implement the event. Every child receives a list of grade specific, curriculum related vocabulary words. From that list, students are directed to choose a word, construct a costume and prepare to participate in the parade.
Peer Reviewed:	No

I thought this search went very well. I had an extremely reasonable amount of hits (23) and found a very nice hit in there about fun things a librarian has done in her library that promote learning.

Building Block Search - LibraryLit

Building Block Strategy:
s1: school librar* or media center*
s2: fun or enjo* or amus*
s3: party or program* or activit* or contest*

Database:
LibraryLit

Search Strategy:
(school librar* or media center*) and (fun or enjo* or amus*) and (party or program* or activit* or contest*)

Records Found:
98

Search results:



Here's one of the hits:


I thought the 98 hits were pretty good and the first two pages of hits were very relevant to what I was wanting. I especially like the choice above about a mock Caldecott contest for early elementary students.